ikc101 - indigenous australian cultures, histories and … · 2019-05-09 · week commencing...

IKC101 - Indigenous Australian Cultures, Histories andContemporary Realities

Table of Contents

Subject Summary ...................................................................................................................2Subject Coordinator ...............................................................................................................2

Subject Coordinator ..................................................................................................2Email ..........................................................................................................................2Phone .........................................................................................................................2Campus ......................................................................................................................2Building/Room number ............................................................................................2Consultation procedures ..........................................................................................2

Subject Overview....................................................................................................................3Abstract ......................................................................................................................3Learning outcomes....................................................................................................3Subject content .........................................................................................................3Key subjects...............................................................................................................4

Subject Schedule & Delivery ..................................................................................................4Prescribed text...........................................................................................................4Class/tutorial times and location .............................................................................5Schedule ....................................................................................................................6Learning materials.....................................................................................................9Learning, teaching and support strategies ..............................................................9Recommended student time commitment ...........................................................10

Assessment Items .................................................................................................................11Essential requirements to pass this subject...........................................................11Items ........................................................................................................................11

Journal Entry..............................................................................................12Media Critique ............................................................................................16Essay ...........................................................................................................22Professional Planning Document..............................................................31

Assessment Information ......................................................................................................42Academic integrity ..................................................................................................42Referencing..............................................................................................................42How to submit your assessment items ..................................................................42

Online submission process........................................................................42Postal submission process ........................................................................42Hand delivered submission process .........................................................42

Extensions................................................................................................................43How to apply for special consideration..................................................................43Penalties for late submission..................................................................................43Resubmission ..........................................................................................................43Feedback processes ................................................................................................44Assessment return...................................................................................................44

Charles Sturt University Subject OutlineIKC101 201930 D DVersion 1 - Published 07 February 2019

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Student Feedback & Learning Analytics ..............................................................................44Evaluation of subjects .............................................................................................44Changes and actions based on student feedback .................................................44Learning analytics ...................................................................................................45

Services & Support ...............................................................................................................45Develop your study skills ........................................................................................45Library Services .......................................................................................................45

CSU Policies & Regulations...................................................................................................45Subject Outline as a reference document..............................................................46

Subject Summary

IKC101 - Indigenous Australian Cultures, Histories and Contemporary RealitiesSession 1 2019Faculty of Arts and EducationSchool of Indigenous Australian StudiesDistance ModeCredit Points 8

Welcome to a new session of study at Charles Sturt University. Please refer to the University'sAcknowledgement of Country (http://student.csu.edu.au/study/acknowledgement-of-country).

Subject Coordinator

Subject Coordinator Kirsten LockeEmail [email protected] (02) 68857361Campus DubboBuilding/Room number 413

Consultation procedures

Your Subject Coordinator and group tutor will be available for consultation. You will beinformed of the consultation procedures via your Interact2 subject site; as well as the names,contact details and consultation procedures for any other staff teaching the subject.


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http://student.csu.edu.au/study/acknowledgement-of-country

http://student.csu.edu.au/study/acknowledgement-of-country

Subject Overview

Abstract

This subject develops knowledge of Indigenous Australian peoples' varied and diverserealities. It will enhance understandings of the effects of historical and contemporary policyand practices on the lives of Indigenous Australian peoples. It examines a range of social,cultural, historical, and institutional factors that impact on the contemporary experiences ofIndigenous Australian and non-Indigenous Australian peoples using a relational framework. Itdevelops skills in critical thinking, reflection, and analysis for reflexive practice within diverseprofessions.

Learning outcomes

Upon successful completion of this subject, students should:

• be able to investigate, compare and reflect on standpoint to explain Indigenous andnon-Indigenous peoples' historical positioning;

• be able to describe, analyse and theorise individual and collective standpoint inrelation to Indigenous peoples' experiences of Australian history;

• be able to critically reflect on the factors that have shaped historical andcontemporary engagement with Indigenous communities and Indigenous peoplesand critique deficit paradigms as they relate to Indigenous Australians;

• be able to critically examine how racialised power and privilege influence historicaland contemporary structures of Australian society and its institutions; and

• be able to refine, review, relate and map new knowledge and understandings todemonstrate ethical professional practice, and to explore principles for respectfulpartnerships with Indigenous communities.

Subject content

This subject will examine and reflect on continuity and change between historical andcontemporary experiences of Indigenous and non-Indigenous Australians within the context ofAustralian culture, history, and policy. It will provide opportunities for students to investigateand critically analyse the diverse experiences of Indigenous Australians to situate you tounderstand the complex ways in which social understandings and knowledge aboutIndigenous Australians is limited by how insitutions such as schools, media, and Australian lawreproduce knowledge from the past. Students will not be learning about IndigenousAustralians in ways that are disconnected from the experiences of all Australians whether theyarrived over 200 years ago or more recently.

The content will be delivered progressively through a relational, reflective framework and assuch learning from each module will be both formative and summative. It sets up a safe spacefor all students to challenge and interrogate their own perceptions through dialogue andongoing reflection on the content.


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Key subjects

Passing a key subject is one of the indicators of satisfactory academic progress through yourcourse. You must pass the key subjects in your course at no more than two attempts. The firsttime you fail a key subject you will be at risk of exclusion; if you fail a second time you will beexcluded from the course.

The Academic Progress Policy (https://policy.csu.edu.au/view.current.php?id=00250) sets outthe requirements and procedures for satisfactory academic progress, for the exclusion ofstudents who fail to progress satisfactorily and for the termination of enrolment for studentswho fail to complete in the maximum allowed time.

Subject Schedule & Delivery

Prescribed text

The textbooks required for each of your enrolled subjects can also be found via the StudentPortal Textbooks (http://student.csu.edu.au/study/study-essentials/textbooks) page.There is no prescribed text for this subject, however there are required subject readings whichhave been made available in the Learning Place and or the library. As you work through themodules these readings will be made available.

List of Subject Readings IKC101 201930

Module 1

Fiske, J., Hodge, B., & Turner, G. (2016). Myths of Oz: Reading Australian Popular Culture.London: Routledge.

McCausland, R. (2004). Special Treatment: The Representation of Aboriginal and Torres StraitIslander People in the Media. Journal of Indigenous Policy 4, 84-98.

Ranzijn, R., McConnochie, K. R., & Nolan, W. (2009). Introduction to cultural competence. InPsychology and Indigenous Australians: foundations of cultural competence (pp. 3- 12). SouthYarra, VIC : Palgrave/Macmillan.

Stoneham, M. (2014, April 2). Bad news: negative Indigenous health coverage reinforcesstigma. The Conversation. Retrieved September 10, 2018, from https://theconversation.com/bad-news-negative-indigenous-health-coverage-reinforces-stigma-24851

Module 2

Foley, G. (2017, May 27). Harold Holt's death and why the 1967 referendum failed Indigenouspeople. The Guardian. Retrieved September 10, 2018, from https://www.theguardian.com/australia-news/2017/may/27/harold-holts-death-and-why-the-1967-referendum-failed-indigenous-people

Gibson, R. K., & McAllister, I. (2015, June). New media, elections and the political knowledge


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https://policy.csu.edu.au/view.current.php?id=00250

http://student.csu.edu.au/study/study-essentials/textbooks

https://theconversation.com/bad-news-negative-indigenous-health-coverage-reinforces-stigma-24851

https://theconversation.com/bad-news-negative-indigenous-health-coverage-reinforces-stigma-24851

https://www.theguardian.com/australia-news/2017/may/27/harold-holts-death-and-why-the-1967-referendum-failed-indigenous-people



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gap in Australia. Journal of Sociology, 51(2), 337-353.

Golash-Boza, T. (2016). A Critical and Comprehensive Sociological Theory of Race and Racism.Sociology of Race and Ethnicity, 2(2), 129-141.

Moran, A. (2011). Multiculturalism as nation-building in Australia: Inclusive national identityand the embrace of diversity. Ethnic and Racial Studies, 34(12), 2153-2172.

Parry, N. (2007). “Hanging no good for blackfellow”: looking into the life of Musquito. In I.Macfarlane & M. Hannah (Eds.), Transgressions: Critical Australian Indigenous Histories (pp.153- 176). Canberra: ANU E Press.

Pascoe, B. (2012, Winter). Andrew Bolt’s disappointment: why didn’t you ring their mums? (“Ithink it’s reasonable for Australia to know if people of pale skin identifying as Aborigines arefair dinkum …”). Griffith Review, 36, 226-233.

Hasluck, S. P. (1961). The Policy of Assimilation: Decisions of Commonwealth and State Ministersat the Native Welfare Conference, Canberra, January 26th and 27th, 1961. AJ Arthur,Commonwealth Government Printer. Retrieved February 7, 2019, from https://aiatsis.gov.au/sites/default/files/catalogue_resources/18801.pdf

Module 3

Carlson, B. (2013). The “new frontier”: Emergent Indigenous identities and social media. In M.Harris, M. Nakata & B. Carlson (Eds.), The Politics of Identity: Emerging Indigeneity (pp.147-168). Sydney: University of Technology Sydney E-Press.

Gale, F., & Bolzan, N. (2013). Social resilience: challenging neo-colonial thinking and practicesaround “risk”. Journal of Youth Studies, 16(2), 257-271.

Moore, R. (2017, June 12). History textbooks still imply that Australians are white. TheConversation. Retrieved September 10, 2018, from https://theconversation.com/history-textbooks-still-imply-thataustralians-are-white-72796

Moran, A. (2009). What settler Australians talk about when they talk about Aborigines:reflections on an in-depth interview study. Ethnic and Racial Studies, 32(5), 781-801.

Singer, J., Bennett-Levy, J., & Rotumah, D. (2015). “You didn’t just consult community, youinvolved us”: transformation of a ‘top-down’ Aboriginal mental health project into a ‘bottom-up’ community driven process. Australasian Psychiatry, 23(6), 614-619.

Class/tutorial times and location

Your class times can be found at Timetable @ CSU (http://timetable.csu.edu.au/), noting that atimetable may not apply to this online offering. Find out how to use Timetable @ CSU via theStudent Portal Class Timetable (http://student.csu.edu.au/study/study-essentials/timetable)page.


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https://aiatsis.gov.au/sites/default/files/catalogue_resources/18801.pdf

https://aiatsis.gov.au/sites/default/files/catalogue_resources/18801.pdf

http://timetable.csu.edu.au/

http://student.csu.edu.au/study/study-essentials/timetable

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Schedule

SessionWeek Week Commencing Modules and Key Questions Other information

MODULE ONE: Histories,stories, and story-making

1 4 March, 2019 Introduction: Standpoint • Online class held this week

2 11 March, 2019How is my knowledge reinforcedby people, institutions, andhistorical narratives?

Assessment Task 1 -Journal Entry (10%) due Thursday 14 March 2019

3 18 March, 2019What do I know aboutIndigenous peoples' experiencesof Australian History? • Online class held this week

4 25th March, 2019

Where do my understandingsabout the relationship betweenIndigenous Australians andAustralian culture and historyemerge from?

MODULE TWO: Constructions ofKnowledge

5 1 April, 2019 Introduction: Connecting story,place, and professions


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• Online class held this week

Assessment Task 2 -Media Critique (20%) due Friday 5 April 2019

6 8th April, 2019 Mid-Session Break

715

April, 2019Mid-Session Break

8 23 April, 2019

How does history and historicalpolicy impact on thecontemporary experiences ofIndigenous and non-IndigenousAustralians?


9 29 April, 2019What are the distinctions andconnections between 'race',racialisation, and culture?

10 6 May, 2019What impact has your futureprofession had on shaping ideasabout Indigenous Australians?


MODULE THREE: Professionalresponsibilities

11 13 May, 2019Introduction: Mappingstandpoint, practice, andcommunity partnerships

Assessment Task 3 -Essay (40%) due Monday 13 May 2019


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12 20 May, 2019 What are your responsibilities inethical practice and culturalcompetence?


13 27 May, 2019Where is the value of IndigenousCultural Competence for me inmy future profession?

14 3 June, 2019

Review: Review. Mappingprinciples for engagement withIndigenous communities/partners

Assessment task 4 -Professional Planning Document (30%) due Friday 7 June, 2019


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Learning materials

Details of learning materials that support your success in this subject can be found in theInteract2 Subject Site.

Learning, teaching and support strategies

Online Education

This subject is taught online and is delivered through CSU's Interact system. Students musthave access to the internet in order to study this subject. CSU Interact is the University's onlinelearning environment; it is accessible via http://my.csu.edu.au. All subject information,learning material links, modules, social learning areas and assessment management areavailable on this site. We recommend you make yourself as familiar as possible with theInteract site and its menu on the left-hand side.

Announcements

Your Subject Coordinator will use the announcements tool to communicate with you weekly.This will help to keep you on track throughout the session and remind you when importantdates are coming up.

Tutorial Groups

As discussion and interaction between students and with your teachers is critical to yourlearning in IKC101, you will join a tutorial group where a tutor will work closely with youthroughout the session. All of your learning activities and online classes will be done with yourtutorial group and your tutor. Your tutor is your first contact with any subject enquiries. Theirdetails will be made available to you at the start of session.

This subject is designed around the philosophy that we learn best in social environmentswhere we can develop our own knowledge in interaction with others. The Adobe classroomand Group Discussion Board provide a space for this interaction. You will also be expected todo independent work which will assist you to participate in discussions with each other andwith your tutor.

Adobe Connect Chat sessions and online forums/discussions

Your tutor will facilitate online classes throughout the session to support your engagementwith the learning activities and subject readings contained in each module. The timetable foronline classes will be made available on the Interact site in the first week of session.

Note: The Interact2 subject site is an academic learning space in which you are expectedto communicate respectfully and professionally, guided by the Wiradjuri phraseYindyamarra Winhanganha - 'the wisdom of respectfully knowing how to live well in aworld worth living in'.

Learning Place

This subject is comprised of three (3) modules accessed via the Learning Place tab on the


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http://my.csu.edu.au/

Interact2 site. Each of these modules, and the learning activities they contain, have beenorganised to progressively develop your knowledge and understandings. This learning isinextricably connected to your assessment tasks. It is crucial for your own success in thesubject that you complete the learning activities, read the subject readings, and participate in(or create your own) discussion to take best learning advantage of the stimulus material andguide questions provided. The subject uses a range of resources to stimulate your thinking andreflection: cartoons, media articles, peer-reviewed papers, historical documents, images fromthe past and the present, sound bytes, video excerpts.

Mini-lectures

Mini-lectures will be integrated into modules and topics to assist you with understanding thekey ideas, concepts, and/or topics related to the learning activities for that week.

Subject readings and Resources

Modules have subject readings, and these are available online. 'Online' could mean it is achapter from an eBook, an article available through the library, a book chapter througheReserve or another online source. Links are generally provided to the library homepagewhere you can either cut and paste the title of the book or article into the library's search bar,or insert the subject code into the eReserve search bar.

You are expected to do additional, independent research.

Recommended student time commitment

This subject code is an 8 point subject. The CSU Subject Policy states that a standard 8 pointsubject should require you to spend up to 160 hours engaged in the learning and teachingactivities. These activities include the time spent in preparation for assessment, includingstudy for examinations, tests, and assignment preparation.

The following is a recommended breakdown of the hours allocated for successful completionof this: 10-12 hours of study per study week (120-140 hours over the teaching session).

This includes the following:

• Completion of weekly online learning activities and subject readings.• Participation in online classes and discussion boards.• Independent research.

Extra hours may be required to complete assessment tasks.


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Assessment Items

Essential requirements to pass this subject

To obtain a pass in this subject you need to have:

• submitted each assessment task; and,• obtained an overall grade of at least 50%;

Students who do not meet the requirements stated above will not be deemed to be at a Passstandard and will receive a Fail grade.

Items

Item No. Title Value Due Date* Return Date**

1 Journal Entry 10% 14-Mar-2019 04-Apr-2019

2 Media Critique 20% 05-Apr-2019 01-May-2019

3 Essay 40% 13-May-2019 05-Jun-2019

4 Professional Planning Document 30% 07-Jun-2019 01-Jul-2019

* Due date is the last date for assessment items to be received at the University** Applies only to assessment items submitted by the due date


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Ayah Saleh

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Assessment item 1

Journal Entry

Value: 10%Due Date: 14-Mar-2019Return Date: 04-Apr-2019Length: 500 wordsSubmission method options: Interact2 Journal

Task

In order to address this task, make sure you have read chapter one, Introduction to culturalcompetence (pp. 3-12), from this academic source:

Ranzijn, R., McConnochie, K. R., & Nolan, W. (2009). Psychology and IndigenousAustralians: foundations of cultural competence. South Yarra, VIC: Palgrave/Macmillan.

Available via eReserve. Use the above referencing format in your Reference List toacknowledge the source in your Assessment Items.

Write a 500 word journal entry that reflects your current understandings of Australianculture and history and the experiences of Indigenous Australian peoples.

Your journal entry must show evidence that you have considered the following questions:

• Where do you place yourself on the continuum of cultural competence?• What do you know / not know about Indigenous cultures, histories and contemporary

experiences?• Where and/or from whom did that knowledge come?• What do you know / not know about Australian culture and history?• Can you identify any limitations to what you know?

Specific requirementsIn your journal entry, you must make reference to the cultural competence matrix in the abovereading and reference it using the APA (6th ed.) referencing system.

Rationale

This assessment task will assess the following learning outcome/s:• be able to investigate, compare and reflect on standpoint to explain Indigenous and

non-Indigenous peoples' historical positioning.


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Marking criteria and standards

Assessment 1 Marking Criteria

Assessablecomponent

HD8.5 - 10 / 10

D7.5 - 8 / 10

C6.5 - 7 / 10

P5 - 6 / 10

F0 - 4 / 10

Workstowardsmeeting thelearningoutcome:Be able toinvestigate,compareand reflectonstandpointto explainIndigenousand non -Indigenouspeoples’historicalpositioning8 marks

Evaluates andexaminesunderstandingsabout Australianculture and history,and Indigenouscultures, historiesand contemporaryexperiences. Furthercompares andreflects on how thisknowledge wasacquired. Investigatesthe limitations of theknowledge in anexplanation ofplacement oncontinuum of culturalcompetence. Theentry is clearlysupported by therecommendedscholarly source.

Explanation considerssignificant influenceson understandingsabout Australianculture and historyand Indigenouscultures, histories andcontemporaryexperiences. Entryevaluates how thisknowledge wasacquired and thelimitations of theknowledge. Explainshow this influences theplacement of thewriter on thecontinuum of culturalcompetence.

Explanationsummarises what thewriter knows or doesnot know aboutAustralian andIndigenous Australiancultures, histories andcontemporaryexperiences.Describes where andfrom whom thatknowledge comes.Provides specificexamples and explainshow this relates towhere they placethemselves on thecontinuum of culturalcompetence.

Explanation places thewriter on thecontinuum of culturalcompetency. Makesreference to therequired source. Entryoutlines what thewriter knows or doesnot know aboutAustralian andIndigenous Australiancultures, histories andcontemporaryexperiences. Outlineswhere and from whomthat knowledge comes.Identifies limitations tothat knowledge.

Entry does not place thewriter on the continuumof cultural competency.Does not make referenceto required source. Entrydoes not explain what thewriter knows or does notknow about Australianand Indigenous Australiancultures, histories andcontemporaryexperiences. Entry doesnot outline where andfrom whom thatknowledge comes. Entrydoes not identifylimitations to thatknowledge.

Fulfilstechnical

Writing shows controland skilful

Written expression andreferencing show clear

There are no errorsrelating to writing and

Within required wordcount. Attempts to use

Not within required wordcount. Does not use APA


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aspects ofthe task.

2 marks

construction ofexpression to conveyspecificunderstandings.Seamlessly integratescitations andreferencing into thewriting.

organisation. Uses avariety of techniquesto incorporate sourcematerial and citations.

references andterminology. Thereare no imprecise orunsupportedstatements orgeneralisations. Usesthe APA (6th ed.)reference systemwithout error.

the APA (6th ed.)referencing system.Content is accurateand supported. Usesformal writtenexpression consistentlywith few errors.Developing skills inusing appropriateterminology.

(6th ed.) system. Usesinformal writtenexpression or there aremany errors whichimpede comprehension.No evidence ofconsideration ofappropriate terminology.Content is inaccurate andunsupported.


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Presentation

Submit this assessment task using the journal tool in the subject site in Interact.

Proof read your work closely for written expression so that your ideas emerge clearly andconcisely.


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Assessment item 2

Media Critique

Value: 20%Due Date: 05-Apr-2019Return Date: 01-May-2019Length: 800 wordsSubmission method options: EASTS (online)

Task

Key concepts:

• Institutionalised ideas and taken-for-granted assumptions of the relationship betweenIndigenous and non-Indigenous Australians.

• Constructions of Indigenous Australians in popular and other media.

Over module one you have reflected on your knowledge and understanding about yourself inrelation to the construction of ideas about collective Australian culture, including ofIndigenous Australians. In this task you will critique two examples from the Media toinvestigate how ideas about Indigenous and non-Indigenous Australians are reproduced andreinforced institutionally.

You will choose two articles to analyse.

Article 1: Why the former prime minister wants more prayer time (https://www.news.com.au/finance/work/leaders/why-the-former-prime-minister-wants-more-prayer-time/news-story/85050d5d5c6692b4c2ed231ed8fb2e69)

Article 2: Remember Indigenous Australians on January 26 (https://www.smh.com.au/politics/federal/remember-indigenous-australians-on-january-26-20190125-p50tl4.html)

Article 3: Handback celebrated (go to 2018 issue 685, page 4) (https://aiatsis.gov.au/collections/collections-online/digitised-collections/koori-mail/koori-mail-issues)

You must provide a separate critique of 400 words for each article.

Use the following guide questions to assist you to focus each critique but do not respond toeach question individually. You must provide a synthesised response which considers yourown pre-existing knowledge and cultural competence.

1. Thinking about your knowledge of Australian history, does the author provide all theinformation required to understand the issue being discussed? What information ismissing?

2. Is there a presumption that readers already hold views about Indigenous peoples?What are the taken-for-granted assumptions?

3. What would a reader infer about the relationship between Indigenous and non-Indigenous peoples based on the text of the article? How are Indigenous and non-Indigenous people positioned in the article?

4. Is there an Indigenous viewpoint included in the article? If yes, how does the author


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https://www.news.com.au/finance/work/leaders/why-the-former-prime-minister-wants-more-prayer-time/news-story/85050d5d5c6692b4c2ed231ed8fb2e69



https://www.smh.com.au/politics/federal/remember-indigenous-australians-on-january-26-20190125-p50tl4.html

https://www.smh.com.au/politics/federal/remember-indigenous-australians-on-january-26-20190125-p50tl4.html

https://aiatsis.gov.au/collections/collections-online/digitised-collections/koori-mail/koori-mail-issues

https://aiatsis.gov.au/collections/collections-online/digitised-collections/koori-mail/koori-mail-issues

use Indigenous perspectives to support or contradict the main message? If no, howcould this influence a readers' perception of Indigenous people and of the mainmessage in the article?

5. How might Indigenous and non-Indigenous readers interpret the ideas expressed?

This task does not require you to express your opinion on the points made in the articles.You must critique the article to identify the main ideas that are evident and then analyse thesub-text - ‘reading-between-the lines’ – to investigate the impact of the message in reinforcingideas about Australian culture and Indigenous peoples and issues.

Rationale

This assessment task will assess the following learning outcome/s:• be able to investigate, compare and reflect on standpoint to explain Indigenous and

non-Indigenous peoples' historical positioning.• be able to describe, analyse and theorise individual and collective standpoint in

relation to Indigenous peoples' experiences of Australian history.

This task extends on Task 1 to work toward meeting the following IKC101 Learning Outcomes:

LO1: Be able to investigate, compare and reflect on standpoint to explain Indigenous and non-Indigenous peoples’ historical positioning;

LO2: Be able to describe, analyse, and theorise individual and collective standpoint in relationto Indigenous peoples' experience of Australian history.

In Task 1 you focussed on the reflection of your own knowledge and the influences on how youcame to know things about Indigenous Australians. If you are Indigenous, or have connectionswith an Indigenous community or group, you will have access to more social knowledge thanthose who are not Indigenous or do not have such associations.

Task 2 requires you to apply your self-reflection to the critique of two media articles. If you lackknowledge about a topic or issue institutions like the media may more easily persuade you toadopt a particular perspective. There is also knowledge that we take-for-granted becausepowerful institutions like schools, churches, government, the media (and social media)reinforce them.


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Works toward Learning Outcomes 1 and 2

Assessablecomponent

HD17 – 20 / 20

D15 – 16 / 20

CR13 – 14 / 20

P10 – 12 / 20

F0 – 9 / 20

Critiquedemonstrates self-reflection ondeveloping culturalcompetence fromthe student’sbaseline articulatedin Task 1.

3 marks

Discusses how yourpre-existingknowledge positionsyou to understandthe issues discussedin the article.Integrates thisdescription into yourcritique to make linksbetween yourcultural competencereflection and thebroader impact onreaders moregenerally.

Discusses how yourpre-existingknowledge positionsyou to understandthe issues discussedin the article. Makeslinks between yourcultural competencereflections and thebroader impact onreaders moregenerally.

Discusses how yourpre-existingknowledge positionsyou to understandthe issues discussedin the article.Summarises one wayin which yourcultural competencereflection is linked tothe impact onreaders moregenerally.

Describes how yourpre-existingknowledge positionsyou to understandthe issues discussedin the article.

No evidence offurther reflection onyour culturalcompetence orconsideration of howyour pre-existingknowledge positionsyou to understandthe issues discussedin the article.

Identifies andprovides acomparativeanalysis of thepositioning ofIndigenous and non-IndigenousAustralians in the

Identifies andanalyses how the textand sub-text of botharticles can influencereaders’interpretation of theissues discussed.Demonstrates

Identifies andanalyses how the textand sub-text of eacharticle can influencereaders’interpretation of theissues discussed.Demonstrates

Identifies how thetext and sub-text ofeach article caninfluence readers’interpretation of theissues discussed.Analysis compareshow Indigenous and

Identifies how thetext of each articlepositions bothIndigenous and non-Indigenous readersto interpret theissues discussed.Provides a general

Does not identifyhow the text of eacharticle positions bothIndigenous and non-Indigenous readersto interpret theissues discussed.Does not compare


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article.8 marks

understanding of theovert and covertreinforcement ofsocial, cultural, andhistorical differencesof IndigenousAustralians in thecomparison.

understanding of theovert or covertreinforcement ofsocial, cultural, and/or historicaldifferences ofIndigenousAustralians in thecomparison.

non-Indigenouspeople may interpretthe ideas expressed.

comparison of howIndigenous and non-Indigenous readersmay interpret theideas expressed.

the ways in whichIndigenous and non-Indigenous readersmay interpret theideas expressed inthe article.

Examines evidenceof overt and covertassumptions aboutIndigenousAustralians in thetext and what thisimplies about thepresumedrelationshipbetween Indigenousand non-IndigenousAustralians.Identifies theimpact of theabsence or presenceof IndigenousAustralianviewpoints inreinforcing readers’perceptions.

Identifies andexamines the overtand covertassumptions aboutIndigenousAustralians in thetexts. Analyses howthese assumptionsmay align withcommonly expressedviews aboutIndigenousAustralians in themedia to reinforceideas about therelationship betweenIndigenous and non-IndigenousAustralians. Providesan integratedanalysis thatdiscusses the

Identifies andexamines the overtand covertassumptions aboutIndigenousAustralians in thetexts which includesa discussion of howthese assumptionsmay align withcommonly expressedviews aboutIndigenousAustralians in themedia. Discusseshow this couldreinforce ideas aboutthe relationshipbetween Indigenousand non-IndigenousAustralians andidentifies the

Identifies the overtand covertassumptions aboutIndigenousAustralians in thetexts which includesa discussion of howthese assumptionsmay align withcommonly expressedviews aboutIndigenousAustralians in themedia. Describeshow this couldreinforce ideas aboutthe relationshipbetween Indigenousand non-IndigenousAustralians. Theabsence and / orpresence of

Identifies the overtand covertassumptions aboutIndigenousAustralians in eacharticle. Explains howthese assumptionsare similar to viewsabout IndigenousAustralians in themedia. Explains howthose assumptionsare used in the mediato imply a particularrelationship betweenIndigenous and non-IndigenousAustralians. IdentifiesIndigenousviewpoints in thetexts.

Does not describethe overt and covertassumptions aboutIndigenousAustralians in eacharticle. Does notdescribe how thoseassumptions areused [in the media]to imply a particularrelationship betweenIndigenous and non-IndigenousAustralians. Does notidentify Indigenousviewpoints in eacharticle.


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5 marks

potentialimplications ofIndigenousviewpoints onreaders’ perceptions.

potentialimplications ofIndigenousviewpoints onreaders’ perceptions.

Indigenousviewpoints in the textis linked to thediscussion of overtand covertassumptions andhow this couldreinforce reader'sperceptions.

Fulfils technicalaspects of the task.

4 marks

Writing showscontrol and skilfulconstruction ofexpression to conveyspecificunderstandings.Response to eachcriterion is integratedinto a well-synthesisanalytical critique.

Written expressionshows clearorganisation. Bothcritiques arestructured cohesivelyand clearlyarticulated.

There are no errorsrelating to writingand references andterminology. Thereare no imprecisestatements orgeneralisations.

Within required wordcount. Uses formalwritten expressionconsistently with fewerrors. Developingskills in usingappropriateterminology. Quotesare 10 words orfewer.

Not within requiredword count. Usesinformal writtenexpression or thereare many errorswhich impedecomprehension. Noevidence ofconsideration ofappropriateterminology. Morethan 10 words arequotes.


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Presentation

Reference requirements

References are not required for Task 2. This task is a critique in which you analyse what yousee in the article. As your markers will have access to the articles when grading your work, donot quote the article unless you are unable to express your point without doing so. If you doneed to cite a part of the original article, keep the quote to 10 words or less.

It is highly recommended that you research to understand the concepts that are explored inthis task. Examples of concepts and terms that you may need to research further are:'positioning', "critique', 'overt' and 'covert'.

Formal and respectful language requirements

This assessment must use formal and professional language. There should be noabbreviations or slang.

Care must be taken to avoid spelling, grammar, and punctuation errors.

Respectful and appropriate terminology must be used when writing about and referring toIndigenous Australian peoples and cultures. Please refer to the terminology resources inModule 1 for more information on this.

Requirements

Your assessment should be submitted on EASTS as a Microsoft Word document. Do notsubmit as a PDF document.


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Assessment item 3

Essay

Value: 40%Due Date: 13-May-2019Return Date: 05-Jun-2019Length: 1500 wordsSubmission method options: EASTS (online)

Task

Over module two you responded to critical questions to reflect on how social, institutional,and historical forces explicitly and implicitly construct knowledge of Self and Others. In Task 3you will use this as a basis but extend into a critical analysis of Australian policy and historicalevents in relation to Indigenous Australian peoples.

You are required to select two events from the Australian History Timeline in Module 2. Oneevent must be pre-1967 and the other post-1967. This will enable you to investigate theevolution of approaches to Australian policy for Indigenous Australian peoples, the way inwhich Indigenous Australians are positioned to rationalise approaches, and the presumedrelationship between Indigenous and non-Indigenous Australians as a consequence.

You are required to describe and analyse each policy/event in relation to:

• Goals of each policy or event.• How Indigenous Australians are positioned (e.g., do they have a role in decision-

making, are their views represented, are they constructed as a 'problem to beresolved').

• The relationship between Indigenous Australians and wider Australian society (e.g., isthere a social or cultural norm evident? Are Indigenous Australians constructed as'different' to or divergent from the norm?);

• The similarities and differences evident in the goals, positioning of IndigenousAustralians, and the implied relationship between Indigenous Australians and widerAustralian society;

• How knowledge about Australian history is reproduced to reinforce contemporaryunderstandings;

• A personal reflection on your standpoint on the influence of these policies and eventson your own cultural competence and the social and cultural influences on yourunderstandings.

Rationale

This assessment task will assess the following learning outcome/s:• be able to critically reflect on the factors that have shaped historical and

contemporary engagement with Indigenous communities and Indigenous peoplesand critique deficit paradigms as they relate to Indigenous Australians.

• be able to critically examine how racialised power and privilege influence historicaland contemporary structures of Australian society and its institutions.


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This task extends on Task 1 and 2 to meet the following IKC101 Learning Outcomes:

LO 3: Be able to critically reflect on the factors that have shaped historical and contemporaryengagement with Indigenous communities and Indigenous peoples and critique deficitparadigms as they relate to Indigenous Australians;

LO4: Be able to critically examine how racialised power and privilege influence historical andcontemporary structures of Australian society and its institutions.

In Task 1 and 2 you reflected on your knowledge and the factors that influence what you know,and how you come to know about Indigenous Australians and Australians more generally. Youundertook further reflection in a critique of two media articles. You began to consider howknowledge can be taken-for-granted or assumed to be true because powerful institutions likeschools, churches, government, the media (and social media) reinforce them over time.

In Task 3 you will analyse evidence of the social, institutional, and historical framing,reproduction, and reinforcement of particular kinds of knowledge and associated issues ofpower and privilege.


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Assesses Learning Outcomes 1 - 4

Assessablecomponent

HD34– 40 / 40

D30 – 33 / 40

CR26 – 29 / 40

P20 – 25 / 40

F0 – 19 / 40

Identifies thestated goals andintentions of thepolicy/event andthe evident orimplied powerrelations betweenIndigenous andnon-IndigenousAustralians.Provides acomparativeanalysis of thelevel of input ofIndigenousAustralians indeveloping thepolicy, or inrelation to theevent pre-1967 andpost-1967.

Examines evidence ofthe goals and intentionsof the policies/events tocomparatively analysethe evident and impliedpower relations betweenIndigenous and non-Indigenous Australians.Compares and analysesthe extent of IndigenousAustralians’contributions toselected policies and/orevents of each era.Includes documentationto support anyquestioning of evidence.Provides a fluid andintegrated analysis.

Analyses the linksbetween the goalsand intentions of thepolicy/event and theevident or impliedpower relationsbetween Indigenousand non-IndigenousAustralians.Compares howIndigenousAustralianscontributed to thedevelopment of theselected policies/events in each era.An attempt has beenmade to questionthe evidence.

Discusses the goals ofthe selected policies/events and makesconnections toevident powerrelations betweenIndigenous and non-IndigenousAustralians. Identifiesthe contributions ofIndigenousAustralians anddescribes the impactof this on thedevelopment ofpolicies or influenceon the events.

Describes the statedgoals and intentionsof the two selectedpolicies/events anddiscusses theevident or impliedpower relationsbetween Indigenousand non-IndigenousAustralians.Discusses the linksbetween the goalsand therelationship.

DiscussesIndigenousAustralians’contributions to thedevelopment of thepolicy or influenceon the events.

Ideas supported by

Describes fewerthan two policies /events. Does notdescribe the statedgoals and intentionsof policies / events.Does not establishlinks between goalsand implied powerrelations. Does notdiscuss IndigenousAustralians’contributions to thedevelopment of thepolicy or influenceon the events.Dismisses evidencewithout justificationand /or evidenceprovided issimplistic or notrelated to the topic.Ideas not supportedby academic


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10 marksacademic sources. sources.

Demonstratesunderstanding ofhow Indigenousand non-IndigenousAustralians arepositioned in thepolicy/eventpre-1967 andpost-1967.

10 marks

Analysis of thepositioning ofIndigenous and non-Indigenous Australiansat a collective andindividual level is clearand succinct. Examinesand compares thispositioning in each erain which the policy/event occurred.Critically analyses howknowledge aboutAustralian history isculturally andinstitutionallyreproduced to reinforcecontemporary socialunderstandings. Analysisand examination issupported by anintegration of research/sources to produce anevidence-baseddiscussion.

Compares andanalyses the positionof Indigenous andnon-IndigenousAustralians at anindividual andcollective level forboth policies/events.Describes theinstitutional forcesimpacting on thispositioning.Analyses howknowledge aboutAustralian history isculturallyreproduced toreinforcecontemporary socialunderstandings.

Describes thepositioning ofIndigenous and non-IndigenousAustralians at anindividual andcollective level forboth policies / events.Discusses howknowledge aboutAustralian history issocially and culturallyreproduced toreinforcecontemporaryunderstandings.

Describes thepositioning ofIndigenous and non-IndigenousAustralians at anindividual ORcollective level oftwo policies /events. Discussesthis positioning ineach era in whichthe policy/eventoccurred.

Broad outline ofhow knowledgeabout Australianhistory is sociallyreproduced toreinforcecontemporaryunderstandings.

Ideas supported byacademic sources.

No description ofthe positioning ofIndigenous andnon-IndigenousAustralians at anindividual ORcollective level forone or bothpolicies/events.Analysis isgrounded inabsolutes. There isminimalacknowledgementof how knowledgeabout Australianhistory is sociallyreproduced toreinforcecontemporaryunderstandings.Ideas notsupported byacademic sources.

IdentifiesdominantAustralian cultural

Examines and analysesovert and covertevidence of Australian

Analyses overt andcovert evidence ofAustralian cultural

Analyses the overtevidence ofAustralian cultural

Identifies overtevidence ofAustralian cultural

Does not describethe overt evidenceof Australian


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norms andanalyses in relationto constructions ofIndigenousAustralianspre-1967 andpost-1967.Demonstratesunderstanding ofhow theseconstructions arepositioned asdivergent from thedominant culturalnorm in both eras.Reflects on currentlevel of culturalcompetence todetermine theinfluence of thepolicies/events tostudent’s socialand culturalunderstandingsand how these areimpacted byAustralian history.

10 marks

cultural norms and usesdiverse perspectivesfrom a variety of sourcesto qualify analysis.Analyses theconnections between‘race’, racialisation, andculture to identify andcritically analyse overtand covert evidence thatemphasises theconstruction ofIndigenous Australiansas divergent from and/oraligned with the normand provides reasons forthe construction ofthese ideas. Examinesand reflects on ownstandpoint to explainthe social, cultural,institutional, andhistorical influences ontheir progressedunderstandings, andintegrates thesereflections into theanalysis of thesebroader influences. Anyanalogies are usedeffectively and personalreflections are clearlydistinguished from the

norms and usesalternativeperspectives fromsources to qualifythe analysis.Discusses theconnectionsbetween ‘race’,racialisation, andculture to examineovert and covertevidence to explainthe construction ofIndigenousAustralians asdivergent from and/or aligned with thenorm. Criticallyexamines andreflects on ownstandpoint toexplain the social,cultural,institutional, andhistorical influenceson theirunderstandings inthe analysis of thesebroader influences.Any analogies areused effectively andpersonal reflectionsare distinguished

norms and usesalternativeperspectives fromsources to qualify theanalysis. Describesthe links between‘race’, racialisation,and culture to discussthe overt evidence toexplain theconstruction ofIndigenousAustralians asdivergent from and/or aligned with thenorm Examines andreflects on ownstandpoint to explainthe social andcultural influences ontheir understandingsin the discussion ofthese broaderinfluences. Personalreflections aredistinguished fromthe analysis. Analysisof other positions isrespectful. Provides afluid discussion thatis supported by citedresearch/sources.

norms to explain theconstruction ofIndigenousAustralians asdivergent from ORaligned with thenorm.

Includes a reflectionon own standpointto discuss the socialand culturalinfluences on theirunderstandings.Personal reflectionsare distinguishedfrom the discussion.Discussion of otherpositions isrespectful.

Discussion issupported by citedresearch/sources.

cultural norms.Does not explainthe construction ofIndigenousAustralians asdivergent from ORaligned with thenorm.Describes a singularperspective andfails to discussothers’perspectives. Ideasare not expressedfluently and there isa tendency to avoiddiscomfortingideas. Treats otherpositionssuperficially ordisrespectfully. Noevidence of self-reflection. Personalreflections are notdistinguished formthe discussion.Ideas not supportedby academicevidence.


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analysis. Clearly justifiesown view whilerespecting views ofothers.

from the analysis.

Fulfils technicalaspects of the task

10 marks

Writing shows controland skilful constructionof expression to conveyspecific understandings.Seamlessly integratescitations and referencinginto the writing. Uses astyle that effectivelyintegrates personalreflection into academicanalysis. All languageandterminology uses areappropriate andinformed.

Written expressionand referencingshow clearorganisation. Uses avariety of techniquesto incorporatesource material andcitations. Uses astyle thatdemonstrates thelinks betweenpersonal reflectionand academicanalysis. Languageand terminologychoices allow fordiversityand do not‘generalise’Indigenous peopleor cultures.

There are no errorsrelating to writingand references. Usesformal writtenexpressionconsistently withouterrors. There are noimprecise orunsupportedstatements orgeneralisations. UsestheAPA reference systemwithout error. Anyracial or historicalterms used areaccompanied by anexplanation.

There are few errors.Uses formal writtenexpression withfewer than 6instances of slang,contractions,spelling,punctuation orgrammatical errors.Uses full sentencesconsistently.Paragraphs identifyand explore oneidea. Paragraphs arelinked usingeffective methods.Content is accurateand supported;there are fewer than3 instances ofunsupportedassertions and/orinaccuracies. Atleast 7 sources(including 5required readings)are cited andreferenced. Shows

There are seriouserrors.Informal orinappropriatewritten expressionis evident and thereare more than 6instances of slang,contractions,spelling,punctuation orgrammatical errors.Phrases or run-onsentences are usedhabitually.Paragraphs areunfocused, too longor too short, or linksbetweenparagraphs areundeveloped.Content is notsupported; thereare more than threeinstances ofunsupportedassertions and/orinaccuracies. Fewer


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judgement inchoosing reliable,relevant, academicsources ofinformation.Uses the APAreferencing system;there may be someerrors howeverthere is consistencyin approach. All taskrequirements havebeen met andsubmitted.Within specifiedword count.Use of appropriateterminology isdeveloping.

than 7 sources(including 5required readings)are cited andreferenced. Use ofmodules asreferences.APA referencing isnot used.Referencing style isinconsistentshowing a lack ofunderstanding of itspurpose. One ormore taskrequirements areunmet or missing.Under or overspecified wordcount. Commonterminology issuesare evident, such asnon-capitalisation,use of inappropriatewords withoutcontext orexplanation.


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Presentation

Essay requirements

•This assignment is to be completed in essay format. Include an introduction, bodyparagraphs and conclusion.

•Develop an overall position and ensure each paragraph contains a specific point that isdemonstrated and supported in the paragraph.

• You must use third-person for the academic analysis; you are able to use first-person ["I"statements] in the reflective aspects of the task only.

• Information relating to writing essays can be found at: http://student.csu.edu.au/study/guidesandtips/writing-at-uni (http://student.csu.edu.au/study/guidesandtips/writing-at-uni)

•The essay should be your own original work. This assessment task will be put throughTurnitin to identify plagiarism.


• Use at least seven (7) reference sources in total. References are not included in the wordcount.

• You must use a minimum of five (5) required readings from the IKC101 modules.

• You must cite and reference two (2) additional sources that you have located yourself. Thesetexts must be of academic standard, such as a journal article, text book, text book chapter orconference paper proceeding. Assess the quality of content in web sources very carefully. Ingeneral, website references are unlikely to provide reliable, researched information suitablefor this task.

* Articles from The Conversation are written by academics and are appropriate to developyour understandings and to refer to. However, as these articles are not peer-reviewed they donot count as a formal reference.

•Do not reference sources such as Creative Spirits, Wikipedia, Skwirk/Red Apple, orAustralians Together as these are unreliable sources.

•Do not cite or reference the module. You may cite and reference the readings linked to in themodule. The written information contained in the modules are not academic sources and arenot to be used in your essay.

•Use in-text citations to identify other people’s ideas and words. These in-text citations mustfollow APA (6th Edition) referencing style.

•Quotes must be in quotation marks and the in-text citation must include the page number.


•This assessment task must be in professional and formal language. This means there should


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http://student.csu.edu.au/study/guidesandtips/writing-at-uni


be no abbreviations or slang.

•Care must be taken to avoid spelling, grammar and punctuation errors.

•Respectful and appropriate terminology must be used when referring to and writing aboutIndigenous Australian people and cultures.

Requirements



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Assessment item 4

Professional Planning Document

Value: 30%Due Date: 07-Jun-2019Return Date: 01-Jul-2019Length: 1200 wordsSubmission method options: EASTS (online)

Task

Your final assessment task for IKC101 requires you to consider your previous learning acrosseach module of the subject. Each assessment task has asked you to reflect on, and criticallyanalyse specific elements of your standpoint through your engagement with the learningactivities: that is, the social, institutional, and historical factors and forces that influenceknowledge.

For this task you will take the role of an individual applying to lead the project described forthe organisation you have selected from the options below.

Choose one organisation only:

Business(http://www.supplynation.org.au/) -Supply Nation was established in2009 and "works with partners,members, Certified Suppliers, andRegistered Businesses to achieve itsvision of a prosperous, vibrant andsustainable Indigenous enterprisesector."

Our company aims to secure a contract with Qantasto provide locally sourced bush tucker for all of theirregional flights within NSW. We are awell–established brand who currently supplycatering items to businesses throughout NSW,Victoria and the ACT. We will consult and work withlocal Indigenous communities, businesses andentrepreneurs to enable this vision to be realised ina respectful and sustainable way.We are recruiting a project officer to lead thisinitiative.

Graphic design and advertising(http://www.gilimbaa.com.au/) -Gilimbaa are "a full service creativeagency specialising in strategic andconnected communication. [They]are driven by the power and processof storytelling and the role this playsin the education and celebration ofculture and community."

Our business has been engaged by a non-Government organisation to create a logo andassociated branding related to their new servicesand building in Dubbo. We are recruiting a projectofficer to lead this initiative, which will reflect thestrength and resilience of the local communities.The project officer will consult with local Indigenouscommunity members, and organisations, and willwork with an artist from the region to realise thisproject.We are recruiting a project officer to lead thisinitiative.

Performing Arts The Indigenous Dance Project aims to provide


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http://www.supplynation.org.au/

http://www.supplynation.org.au/

http://www.gilimbaa.com.au/

http://www.gilimbaa.com.au/

http://www.bangarra.com.au/

(http://www.bangarra.com.au/)-Bangarra "is an Aboriginal andTorres Strait Islander organisationand one of Australia’s leadingperforming arts companies, widelyacclaimed nationally and around theworld for ... powerful dancing,distinctive theatrical voice andutterly unique soundscapes, musicand design."

Wiradjuri secondary students with the opportunityto participate in an arts and cultural program thatdevelops professional pathways for young people,and strengthens their connections with localcommunity and peers. Students will receive artisticmentorship in dance, cultural knowledge andperformance skills. It will be led by accomplishedcontemporary Indigenous dancers from Bangarra.We are recruiting a project officer to lead thisinitiative.

Education(https://theconversation.com/autonomy-and-strong-female-leadership-key-to-success-of-indigenous-owned-murri-school-71342)-The Aboriginal and Torres StraitIslander Independent School was“established in 1986 with an aim topromote the development ofIndigenous students as independentand skilled people who areculturally, morally and sociallyresponsible, employable, andcapable of self-fulfilment and ofcontributing to society.”

Yungartilla is a newly accredited independent K-12school on the NSW north-coast region that isimplementing an initiative to encourage high levelengagement between Indigenous parents andYungartilla teachers. Twelve out of the 15 teachersemployed by the school are non-Indigenous andcomprise eight (8) new graduates and four (4) highlyexperienced teachers. The aim of the project is toestablish a mutual channel so that Indigenousstudents of the school receive culturally relevantcurriculum, and to build trust and rapport betweenparents and teachers.We are recruiting a project officer to lead thisinitiative.

Science -(https://www.industry.nsw.gov.au/water/plans-programs/state-significant-projects/nimmie-caira)The Nimmie-Caira Project is a"significant water saving project forNSW ... aims to balance theenvironmental and Aboriginalcultural heritage protection withcommercial use so as to create anasset for the local community andthe Murray-Darling Basin".

Our organisation is recruiting a lead project officerwho will work collaboratively with key stakeholdersfocusing on the Long Term Land Management Plancomponent of the project.We are recruiting a project officer to lead thisinitiative.

Health (http://naccho.org.au/) -The National Aboriginal CommunityControlled Health Organisation(NACCHO) is "the national peak bodyfor Aboriginal health. In 1997, theFederal Government fundedNACCHO to establish a Secretariat inCanberra [this] increased the

In order to close the gap in life expectancy betweenIndigenous and non-Indigenous people in Australia,a pilot program has been established. This programwill employ Indigenous Community Health workersin targeted locations across Australia. TheCommunity Health workers will be responsible fordeveloping and maintaining relationships with thelocal community they are working in and for, in


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http://www.bangarra.com.au/

https://theconversation.com/autonomy-and-strong-female-leadership-key-to-success-of-indigenous-owned-murri-school-71342






https://www.industry.nsw.gov.au/water/plans-programs/state-significant-projects/nimmie-caira




http://naccho.org.au/

capacity of Aboriginal Peoplesinvolved in [Aboriginal CommunityControlled Health Services] toparticipate in national health policydevelopment".

order to facilitate improved health outcomes for thatcommunity.We are recruiting a project officer to lead thisinitiative.

Social work / Social Welfare -(https://uniting.org/services/foster-care)Uniting Burnside "offers a range ofshort and long-term care options foryoung people, including foster care,guardianship and adoption."

Our organisation is recruiting a lead project officerto expand our services into Western NSW. Theproject will recruit and support carers and staffthroughout the region to provide tailored support tochildren and young people in Out-Of-Home Care.We are recruiting a project officer to lead thisinitiative.

Agricultural Science/VeterinaryScience/Equine Science -(https://www.kapco.com.au/)KimberleyAgricultural and Pastoral Company(KAPCO) in Western Australia is a majorplayer in northern Australia’s cattleindustry and has just taken overMyroodah Station near FitzroyCrossing. KAPCO is owned by asyndicate of traditional owner groupsin the Kimberley region.

Since securing Myroodah Station KAPCO hasincreased the herd with the aim to continue creatingmeaningful employment and training pathways onCountry for remote communities in the region.KAPCO has also recently been approved to irrigatefodder crops on Frazier Downs Station near Broomeand is therefore working towards land development.This development will allow KAPCO to grow andbreed cattle on other properties and bring them toFrazier Downs for high-quality fodder to fatten themand finish them off close to Broome Port ready forlive export. To muster cattle KAPCO mainly useshorses from its own horse breeding and trainingprogram. Traditional owners live and work on thesestations.

KAPCO is looking to employ a team to support thisexpansion and seek the skills of those withqualifications in agricultural science, veterinaryscience, and equine science.

We are recruiting three project officers to support thisinitiative: 1x Agricultural Scientist; 1x VeterinaryScientist; and 1x Equine Scientist.

Media / Theatre(https://www.sydneyfestival.org.au/explore)Sydney Festival runs over severalweeks in January each year with a"cultural celebration based oncritical ideas and cutting-edge artand performance".

Sydney Festival is currently recruiting a range ofproject officers to join our dynamic team. We arelooking for creatives and media professionals towork on the second chapter of Reconciling Australia.The first chapter was the Artspace exhibition JustNot Australian (https://www.sydneyfestival.org.au/events/just-not-australian) that explored ideas


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https://uniting.org/services/foster-care



https://www.kapco.com.au/#overview



https://www.sydneyfestival.org.au/explore



https://www.sydneyfestival.org.au/events/just-not-australian



about being Australian and what it means to be un-Australian. The show featured works by a range ofIndigenous and non-Indigenous artists. This nextshow will focus on communicating and show-casingunacknowledged aspects of Australian nationalidentity and its significance for a reconciledAustralia. If you have relevant qualifications in thefollowing professions please submit an expressionof interest:

• Theatre• Theatre media• Stage and screen• Media, including social media• Communications

Context:

You are submitting an expression of interest (EoI) to lead the selected project connected to theorganisation you have chosen. You are required to explain your professional philosophy anddemonstrate an understanding of the historical and institutional influences on the field inwhich the organisation operates. In addition, you will review your original assessment ofcultural competence from Task 1 and describe how you would enact your evolvedunderstandings in the Project Officer role. A critical part of the project is to work with localIndigenous community or groups to build connections to interpret and respond to their needs.

You will complete an EoI - Project Officer in three sections. You must support your EoI withevidence from your sources, using APA (6th ed.) referencing.

• Section 1. Explain your professional standpoint as it applies to your culturalcompetence. (300 words)

• Section 2. Describe the social, institutional, and historical factors relevant to theproject. Explain the relevant ethical issues. (600 words)

• Section 3. What principles will you apply to establish and build collaborativepartnerships with Indigenous community representatives or groups? (300 words)

A template for this assessment task will be provided in the subject site.

Rationale

This assessment task will assess the following learning outcome/s:• be able to refine, review, relate and map new knowledge and understandings to

demonstrate ethical professional practice, and to explore principles for respectfulpartnerships with Indigenous communities.

This task is a summative assessment item and requires you to demonstrate yourcomprehension of IKC101 LOs 1-5 to meet the following outcome:


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• be able to refine, review, relate and map new knowledge and understandings todemonstrate ethical professional practice, and to explore principles for respectfulpartnerships with Indigenous communities.

In Tasks 1 and 2 you critically reflected on the factors and forces that influence, reproduce, andreinforce particular forms of knowledge about Indigenous Australians and yourself as part ofAustralian society. You considered what knowledge can be taken-for-granted because of thisreinforcement by institutions, using the media as one example of a powerful socialisinginstitution. You provided a critical analysis of available historical and contemporary evidenceto deepen your understanding of the forces influencing contemporary understandings about,and contemporary experiences of Indigenous Australians.

In Task 3 you are required to apply what you have learned through the IKC101 Modules andafter completion of Tasks 1 and 2 to consider your professional responsibilities, your potentialcontribution to Yindyamarra Winhanganha, and to apply principles for engagement withIndigenous communities to facilitate these.


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Summative Task: Assesses Learning Outcomes 1 - 5

Criterion HD25 – 30 / 30

D22 – 24.5 / 30

CR19 – 21.5 / 30

P15 – 18.5 / 30

F0 – 14.5 / 30

Professionalstandpointstatementdemonstratesongoing self-reflection ondeveloping culturalcompetence fromthe student’sbaseline articulatedin Tasks 1 and 2. Thestudent hasconsidered andclearly linked thisreflection oncultural competenceto their futureprofession.

7 marks

Examines andreflects onstandpoint andcultural competenceprogression fromTasks 1 - 3 to discussinfluence on thisemergingprofessionalstandpoint andcultural competence.Develops originalideas on how youcould respond tothese issues in yourfuture professionalsetting. Addressespersonal ethicaldimensionsimpacting onprofessionalstandpoint.

Examines standpointand reflects oncultural competenceprogression fromTasks 1 - 3 to discussinfluence on thisemergingprofessionalstandpoint andcultural competence.Develops originalideas on how youcould respond tothese issues in yourfuture professionalsetting.

Discusses standpointand culturalcompetence todescribe progressionfrom Tasks 1 - 3 toyour currentunderstandings.Discusses some ofthe ways that yourunderstandings linksto your emergingprofessionalstandpoint.

Describes yourcultural competenceto identifyprogression fromTasks 1 - 3 to currentunderstandings.Makes links betweenthese currentunderstandings andyour emergingprofessionalstandpoint.

Limited to noevidence of self-reflection in relationto your standpoint orprogression of yourcultural competenceApproach to the issueis in egocentric orsocio-centric terms.Does not describecultural competence.Does not identifyprogression fromTasks 1 - 3. No linksmade betweencultural competenceand emergingprofessionalstandpoint.


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Analyses howhistorical, social,cultural, andinstitutional forcesinfluenceunderstandingsabout ‘norms’ in thefield in which theselectedorganisationoperates.Demonstratesprogressedunderstandingsabout these forcesto examine andapply to thediscipline/profession.

10 marks

Applies reflection onstandpoint andcultural competenceto examine andanalyse the impact ofsocial, cultural,institutional, andhistorical forces inrelation to theprofession andIndigenousAustralianexperiences ofAustralian history,constructions ofIndigenousAustralians asdivergent from and/or aligned with adominant norm, andhow these factorspresent in the field inwhich the selectedorganisationoperates. Analyseshow cultural normsare overtly andcovertly evident inthe profession.Demonstrates higherorder critical thinkingin the application ofstandpoint and

Reflects onstandpoint andcultural competenceto analyse the impactof social, cultural,and historical forcesin relation to theprofession andIndigenousAustralianexperiences ofAustralian history,constructions ofIndigenousAustralians asdivergent from and/or aligned with adominant culturalnorm, and how thesefactors present in thefield in which theselected organisationoperates. There issome discussion ofinstitutional forces.Analyses whethercultural norms areovertly evident in theprofession.Demonstrates criticalthinking in theapplication ofstandpoint and

Discusses the impactof social and culturalforces on standpointand culturalcompetence inrelation to theprofession andIndigenousAustralianexperiences ofAustralian history,constructions ofIndigenousAustralians asdivergent from adominant culturalnorm, and describeshow these factors areevident in the field inwhich the selectedorganisationoperates. There issatisfactorydiscussion ofinstitutionalforces. Appliesstandpoint andcultural competenceconcerns citingresearch/sources tosupport yourdiscussion.

Describes the impactof social and/orcultural forces oncultural competenceon the profession inrelation toIndigenousexperiences ofAustralian history,constructions ofIndigenousAustralians asdivergent from ORaligned with adominant culturalnorm, and identifiesthe factors evident inthe field in which theselected organisationoperates. There isbroad discussion ofinstitutionalforces. Appliesreflection on culturalcompetence todiscussion citingresearch/sources tosupport your ideas.

Limited to noevidence of adiscussion of therelationship betweensocial, cultural,institutional, and/orhistorical forces onthe profession. Doesnot consider howconstructions ofIndigenousAustralians aredivergent from and/or aligned with thenorm. Research/sources cited areinappropriate andare not used tosupport thediscussion.


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cultural competenceconcerns citingresearch/sources toexemplify youranalysis.

cultural competenceconcerns citingresearch/sources tosupport youranalysis.

Demonstratedunderstanding ofthe history ofIndigenousAustralian inputintoinstitutionalisedprocesses in theprofession.Analyses thebenefits ofIndigenouscontributions to thefield.

8 marks

An integratedanalysis which linksprinciples tounderstandings ofthe historical impactof the extent ofIndigenousAustralian input onpolicy andapproaches inAustralianprofessions andindustry. This furtherlinks to an analysis ofthe benefits ofIndigenouscontributions to thefield in which yourselected organisationoperates. Provides acritical framework forbuilding partnershipswith Indigenouscommunity to realisethe goals of theproject concerned.Integrates research/

Principles identifiedare informed by arange of evidence.Analysesunderstandings ofthe historical impactof the extent ofIndigenousAustralian input onpolicy andapproaches inAustralianprofessions andindustry. Discussesthe benefits ofIndigenouscontributions to thefield in which yourselected organisationoperates. Analysesand describes thevalue of buildingpartnerships withIndigenouscommunity to realisethe goals of theproject concerned.

Principles identifiedconsider the benefitsof Indigenouscontributions to thefield in which yourselected organisationoperates. Discussesthe value of buildingpartnerships withIndigenouscommunity to realisethe goals of theproject concerned.Discusses thehistorical impact ofIndigenousAustralian input intopolicy andapproaches inAustralianprofessions andindustry. Research /sources are used tosupport yourdiscussion.

Identifies principleswhich will be appliedto establish & buildcollaborativepartnerships.Outlines the benefitsof Indigenouscontributions to thefield in which yourselected organisationoperates. Discussesthe value of buildingpartnerships withIndigenouscommunity.Describes thehistorical impact ofIndigenousAustralian input intopolicy andapproaches in theprofession andindustry. Research /sources are used tosupport yourdiscussion.

Dose not identifyprinciples which willbe applied toestablish and buildcollaborativepartnerships. Limitedto no evidence of aconsideration of thehistorical impact ofIndigenousAustralian input intothe selectedprofession. Does notinclude discussion ofthe benefits ofcollaboration withIndigenouscommunities andprofessional groups.Limited evidencethat research hasinformed yourresponse.


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sources into youranalysis to supportyour contentions.

Uses research /sources to supportyour analysis andcontentions.

Fulfils technicalaspects of the task

5 Marks

Writing showscontrol and skilfulconstruction ofexpression to conveyspecificunderstandings.Seamlesslyintegrates citationsand referencing intothe writing. Uses astyle that effectivelyintegrates personalreflection intoacademic analysis.All language andterminology uses areappropriate andinformed.

Written expressionand referencing showclear organisation.Uses a variety oftechniques toincorporate sourcematerial andcitations. Uses a stylethat demonstratesthe links betweenpersonal reflectionand academicanalysis. Languageand terminologychoices allow fordiversityand do not‘generalise’Indigenous people orcultures.

There are no errorsrelating to writingand references. Usesformal writtenexpressionconsistently withouterrors. There are noimprecise orunsupportedstatements orgeneralisations. UsestheAPA reference systemwithout error. Anyracial or historicalterms used areaccompanied by anexplanation.

There are few errors.Uses formal writtenexpression withfewer than 6instances of slang,contractions,spelling, punctuationor grammaticalerrors. Uses fullsentencesconsistently.Paragraphs identifyand explore one idea.Paragraphs arelinked using effectivemethods. Content isaccurate andsupported; there arefewer than 3instances ofunsupportedassertions and / orinaccuracies. At least6 sources (including 4subject readings) arecited and referenced.Shows judgement in

There are seriouserrors.Informal orinappropriate writtenexpression is evidentand there are morethan 6 instances ofslang, contractions,spelling, punctuationor grammaticalerrors. Phrases or run- on sentences areused habitually.Paragraphs areunfocused, too longor too short, or linksbetween paragraphsare undeveloped.Content is notsupported; there aremore than threeinstances ofunsupportedassertions and / orinaccuracies. Fewerthan 6 sources(including 4 subject


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choosing reliable,relevant, academicsources ofinformation.Uses the APAreferencing system;there may be someerrors however thereis consistency inapproach. All taskrequirements havebeen met andsubmitted.Within specifiedword count.Use of appropriateterminology isdeveloping

readings) are citedand referenced. Useof modules asreferences.APA referencing isnot used.Referencing style isinconsistent showinga lack ofunderstanding of itspurpose. One ormore taskrequirements areunmet or missing.Under or overspecified word count.Commonterminology issuesare evident, such asnon-capitalisation,use of inappropriatewords withoutcontext orexplanation. There isno distinctionbetween the styleused Section 1 andthe style used inSection 2 and Section3.


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Presentation

Task requirements

• This assignment is to be completed using the template provided.

• Develop an overall position and ensure each paragraph contains a specific point that isdemonstrated and supported in the paragraph.

• Write in the third person; avoid the use of 'I' phrases in Section 2 and Section 3. You will use 'I'phrases in Section 1 as this requires you to develop a professional philosophy based on theprogression of your self-reflection in each module.

• Resources and information relating to academic writing can be foundat: http://student.csu.edu.au/study/guidesandtips/writing-at-uni (http://student.csu.edu.au/study/guidesandtips/writing-at-uni)

• The EoI should be your own original work. This assessment task will be put through Turnitinto identify plagiarism.


• You must use at least two (2) reference sources in each of these sections . Use at least six (6)reference sources in total. References are not included in the word count.

• You must use a minimum of four (4) subject readings from the IKC101 modules.

• You must cite and reference two (2) additional sources that you have located yourself. Thesetexts must be of academic standard, such as a journal article, text book, text book chapter orconference paper proceeding. Assess the quality of content in web sources very carefully. Ingeneral, website references are unlikely to provide reliable, researched information suitablefor this task.

• Do not reference sources such as Creative Spirits, Wikipedia, Skwirk/Red Apple, orAustralians Together as these are unreliable sources.

• Do not cite or reference the module. You may cite and reference the subject readings linkedto in the module. The written information contained in the modules are not academic sourcesand are not to be used in your essay.

• Use in-text citations to identify other people’s ideas and words. These in-text citations mustfollow APA (6th Edition) referencing style.

• Quotes must be in quotation marks and the in-text citation must include the page number.


• This assessment task must be in professional and formal language. This means there shouldbe no abbreviations or slang.

• Care must be taken to avoid spelling, grammar and punctuation errors.


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• Respectful and appropriate terminology must be used when referring to and writing aboutIndigenous Australian people and cultures.

Requirements


Assessment Information

Academic integrity

Academic integrity means acting with honesty, fairness and responsibility, and involvesobserving and maintaining ethical standards in all aspects of academic work. This subjectassumes that you understand what constitutes plagiarism, cheating and collusion. If you are anew student we expect you to complete the modules called Academic Integrity at CSU.(https://interact2.csu.edu.au/webapps/blackboard/execute/courseMain?course_id=_16412_1&task=true&src=)

CSU treats plagiarism seriously. We may use Turnitin to check your submitted work forplagiarism. You can use Turnitin to check for plagiarism (http://student.csu.edu.au/library/integrity/referencing-at-csu/checking) in your assessments before submission.

Referencing

Referencing is an important component of academic work. All assessment tasks should beappropriately referenced. The specific details of the referencing requirements are included ineach assessment task description. Get referencing style guides and help(http://student.csu.edu.au/library/integrity/referencing-at-csu) to use for your assessments.

How to submit your assessment items

Online submission process

Assessment 1 is submitted via your journal tool in the subject site. Please contact your tutor ifyou have any difficulties accessing this tool.

Assessments 2, 3, and 4 are submitted via EASTS.

Postal submission process

Postal submissions are not accepted.

Hand delivered submission process

Hand-delivered submissions are not accepted


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https://interact2.csu.edu.au/webapps/blackboard/execute/courseMain?course_id=_16412_1&task=true&src=



http://student.csu.edu.au/library/integrity/referencing-at-csu/checking

http://student.csu.edu.au/library/integrity/referencing-at-csu/checking

http://student.csu.edu.au/library/integrity/referencing-at-csu

http://student.csu.edu.au/library/integrity/referencing-at-csu

Extensions

Assessments should be received by the University no later than the due date.

You are requested to do all in your power to meet assessment deadlines.

If you experience misadventure or extenuating circumstances of a minor nature and need ashort extension you should contact your Group tutor in the first instance.

If you experience misadventure or extenuating circumstances and require a longer extensionyou need to submit a Request for Special Consideration (http://apps.csu.edu.au/specialcons).

Late assessments, without having an extension granted, may be returned with no marksawarded.

How to apply for special consideration

Academic regulations provide for special consideration to be given if you suffer misadventureor extenuating circumstances during the session (including the examination period) whichprevents you from meeting acceptable standards or deadlines. Find the form on the StudentPortal Special Consideration, Misadventure, Advice and Appeals (http://student.csu.edu.au/study/academic-advice) page.

Penalties for late submission

In the absence of an approved extension, or a University defined misadventure or extenuatingcircumstances, the penalty for assessment items submitted after the due date is 10% of theassessment task value per calendar day.

For example, for an assessment task worth 40% of the subject assessment, the penalty for latesubmission will be 4 marks out of 40 per calendar day. If a student’s work is assessed againstthe marking criteria to be worthy of a mark of 30 out of 40 but is submitted two days late, thestudent will receive a mark of 22 out of 40.

The Marking Sheet for late assessments will indicate the mark given as well as the adjustedmark due to late submission. The adjusted mark is used to calculate the final raw score that isused to determine a grade.

Assessment items, without approved extensions, received more than 10 calendar days afterthe due date will receive 0% for that assessment item.

Resubmission

Students in this subject may be offered the opportunity to resubmit an assessment task that isconsidered critical to learning. In IKC101, this task is Assessment 3. The maximum that can beawarded for a resubmission is 50% of the total marks. For example, Assessment 3 is worth 40marks, so the maximum a resubmitted task can gain is 20 marks.


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http://apps.csu.edu.au/specialcons

http://student.csu.edu.au/study/academic-advice

http://student.csu.edu.au/study/academic-advice

Feedback processes

Assessment tasks will be marked electronically and feedback will be incorporated throughout(no in-text feedback is provided in assessment 1 Journal Entry).

A marking rubric with overall comments will be found at the end of your assessment item.

You will not be able to view all the feedback by using a hand-held device (e.g., iPad). You mustuse a computer to view all feedback.

Assessment return

If your assignment was submitted on time, you should normally expect your markedassignment to be returned to you within 15 business days of the due date. If an assignment issubmitted on time but not returned by the return date, you should make enquiries in the firstinstance to your group tutor and then your subject coordinator. If the subject coordinator isnot available, please contact the School of Indigenous Australian Studies on [email protected].

Student Feedback & Learning Analytics

Evaluation of subjects

CSU values constructive feedback and relies on high response rates to Subject ExperienceSurveys (SES) to enhance teaching. Responses are fed back anonymously to SubjectCoordinators and Heads of Schools to form the basis for subject enhancement and recognitionof excellence in teaching. Schools report on their evaluation data; highlighting good practiceand documenting how problems have been addressed. You can view a summary of surveyresults via the Student Portal SES Results (https://student.csu.edu.au/study/subject-experience-survey-results) page.

We strongly encourage you to complete your online Subject Experience Surveys. You will beprovided with links to your surveys via email when they open three [3] weeks before the end ofsession.

Changes and actions based on student feedback

IKC101 Indigenous Australian Cultures, Histories and Contemporary Realities was revised in2017. Feedback from previous students highlighted the lack of relevance to certain disciplines.In the revision of the subject the final assessment requires students to reflect on theirprofessional cultural competency and apply concepts and knowledge to develop anexpression of interest across a range of fields.

However, it is critical to understand that IKC101 is not intended primarily as a vocationalsubject. It is designed to be a foundation subject that engages you to consider yourresponsibilities to Yindyamarra Winhangahna: being a 'good citizen' and contributing to theworld in positive and life enhancing ways.


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http://[email protected]/

http://[email protected]/

https://student.csu.edu.au/study/subject-experience-survey-results

https://student.csu.edu.au/study/subject-experience-survey-results

The subject is offered online and on-campus (WW, BX, PM campuses only) in 201930.

Students in 201830 suggested that an introductory video / mini lecture would be a usefulfeature, so this is has been incorporated.

Learning analytics

Learning Analytics refers to the collection and analysis of student data for the purpose ofimproving learning and teaching. It enables the University to personalise the support weprovide our students. All Learning Analytics activities will take place in accordance with theCSU Learning Analytics Code of Practice. For more information, please visit CSU's LearningAnalytics (http://www.csu.edu.au/division/student-learning/home/analytics-and-evaluations/learning-analytics) website.Data about your activity in the Interact2 site and other learning technologies for this subjectwill be recorded and can be reviewed by teaching staff to inform their communication,support and teaching practices.

Based on past analytics, changes made to the subject include increasing the diversity ofresources used in modules and working to improve teacher-student and peer-to-peerinteraction.

Services & Support

Your Student Portal (http://student.csu.edu.au/) tells you can how you can seek services andsupport. These include study, admin, residential, library, careers, financial, and personalsupport.

Develop your study skills

Develop your study skills (https://student.csu.edu.au/study/skills) with our free study services.We have services online, on campus and near you. These services can help you develop yourEnglish language, literacy, and numeracy.

Library Services

CSU Library (https://student.csu.edu.au/library) provides access to the eBooks, journalarticles, books, and multimedia resources needed for your studies and assessments. Get themost out of these resources by contacting Library staff either online or in person, or make useof the many Library Resource Guides, videos and online workshops available.

CSU Policies & Regulations

This subject outline should be read in conjunction with all academic policies and regulations,e.g. Student Academic Misconduct Policy, Assessment Policy - Coursework Subjects,Assessment Principles Policy, Special Consideration Policy, Academic Progress Policy,


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http://www.csu.edu.au/division/student-learning/home/analytics-and-evaluations/learning-analytics



http://student.csu.edu.au/

https://student.csu.edu.au/study/skills

https://student.csu.edu.au/library

Academic Communication with Students Policy, Student Charter, etc.

Please refer to the collated list of policies and regulations relevant to studying your subject(s)(http://student.csu.edu.au/administration/policies-regulations-subjects) which includes linksto the CSU Policy Library (http://www.csu.edu.au/about/policy) - the sole authoritative sourceof official academic and administrative policies, procedures, guidelines, rules and regulationsof the University.

Subject Outline as a reference document

This Subject Outline is an accurate and historical record of the curriculum and scope of yoursubject. CSU's Subject Outlines Policy (https://policy.csu.edu.au/view.current.php?id=00267)requires that you retain a copy of the Subject Outline for future use such as for accreditationpurposes.


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http://student.csu.edu.au/administration/policies-regulations-subjects

http://student.csu.edu.au/administration/policies-regulations-subjects

http://www.csu.edu.au/about/policy

https://policy.csu.edu.au/view.current.php?id=00267

ikc101 - indigenous australian cultures, histories and … · 2019-05-09 · week commencing...

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